Memorable teachers have a rationale or teaching philosophy that guides them to develop a learning environment that has a lasting impact on many of their students. The characteristics of such a learning environment could take years to refine in the face of many obstacles and negative pressures. Your guiding vision is an essential beacon for growing as a teacher!
How does a teacher develop a durable vision of his or her teaching. You were asked to reflect on what inspired you to teach and begin working on this vision in the first weeks of EDC 430. After observing your CT's classes, you were asked to refine this vision again at the end of the Fall semester. Now that you are a more experienced classroom teacher and are preparing to compete for a science teaching position, it is a good time to reflect on your observations and experiences that occurred over the year and refine and clarify your vision by considering these questions:
What kind of teacher do you want to be? What kind of teacher do you NOT want to be?
What lasting impact do you want have on each of your students?
What are you going to strive to accomplish in your upcoming teaching position?
How will your learning environment express your beliefs about teaching?
To prepare for this task, I have assembled some of your writings and observations along with your current teaching rationale. After considering these past writings, you can refine your rationale by clicking on the little "edit" button on the right side of the last section at the bottom of this page. If it is no longer applicable, you may choose to delete or update your iBrainstorm graphic if it is still at the bottom of your rationale statement.
Teaching Inspiration
All through elementary school I was pretty much a straight A student, loved school, had friends the whole 9 yards. Middle school I became more withdrawn and my grades started reflecting this. High school came and that was it, I hated school, I didn’t care anymore about my grades or the work, the teachers nothing. I graduated went to college, which was expected of me, and after a years I joined the Marines, for a few reasons, one to just get away and also for the structure and disciple I felt I needed if I was ever going to accomplish anything in my life. My military career was short due to medical reasons, but I walked away with more self confidence, respect and knowledge about life and about myself in general than I ever did in school. I wondered how I could spend 12 years in school and learn more about life and myself within a year in the military. Looking back on it I realized that during my transition to middle school when everything was new and big and confusing I struggle. I struggled with trying to find myself, my place in this new environment, dealing with the changes physically, emotionally, and environmentally. During this time not one of my teachers offered to help, or asked if I was ok. They focused more on showing us that they were in charge and on the course work. That was my turning point and by the time I got to high school I had already built my walls and decided if they didn't care neither would I. During this time I saw how my parents were. They were both high school teachers at Woonsocket High School. I would accompany them to games, fundraisers and even dances. I saw how the students reacted to them, with respect. My mom would help her students find jobs, helped their families with food and finding resources. She listened to and respected all her students, even the ones that didn't respect her, which I think is the most amazing part. Anyone can care, respect, and want to help those who show the same to you but it takes a certain person to not give up on a student when they fight you every step of the way. My father was the same way. He was a teacher and a coach; he coached football, girl’s basketball, and a few others. He was devoted to his students and they knew he would do everything in his power to help them. He could also be tough on them, had rules and they knew that if they were not followed there were consequences and he did not bend when it came to that. Of course in the midst of my teenage years I did not understand the relevance of this, I just mostly wondered why my teachers weren't like that or at least why they weren't like that with me. I now appreciate and understand how important teachers like my parents are. I chose to become a science teacher for a few reasons. I have always loved science, before I even started school I would drive my mother crazy with questions about thunder and lightning, and the smoke from trucks and where does it go, and to her chagrin I was never satisfied with the "God is bowling" type answers. I became passionate about wildlife, conservation, the environment and the effect humans have on it. I returned to college and earned my bachelors in Wildlife Conservation Biology here at URI. I would say three quarters through my degree I looked into teaching but it would have required 2 more years and at that time I had just had my son and was about to begin my senior year, so I opted to just finish the degree I had. Unfortunately my original plan upon graduating was to join a research team studying and rehabbing cheetahs in Namibia, but backpacking through Africa with my infant son didn't seem like the most practical thing to do. I bounced around trying to find a job that was even slightly related to my degree but with the layoffs at DEM it was a futile effort. I took some time to reevaluate my life. I decided that as much as my dream was to go to Africa it wasn't feasible so I needed to revise my dream to fit my life. I came back to the teaching idea that I had contemplated years before and decided that if I cannot directly be a part of the research and the "green" movement, than I would be indirectly apart of it. I would do this by sharing my passion for wildlife, biology and science in general with the up and coming generations, the future of conservation and our environment. I want my students to learn to never give up on their dreams and even if they are not exactly what they envisioned they can still be the dream they wanted. I don't expect all of my students to love biology/science but my goal is for them to at least find one part of it that they find interesting, that they respect. So maybe when they go off and live their lives and see someone littering or happen upon a hurt bird, they will have a greater appreciation for what these things represent, and find themselves picking up that trash and helping that bird, all the while thinking back to that high school science class with that "crazy" teacher and laugh knowing that that's what Ms. Karas would have done.
CT's Teaching Style
Observation/Reflection #3: A Matter of Style
During this visit, you should work with one or more groups of students if you haven't already, and observe your teacher doing the same. For this journal entry, describe your teacher's teaching style. What type of relationships with students does he or she nurture in his or her classes? How do students perceive that power is distributed in the classes? Does this vary within or across the different classes the teacher has? Cite examples from your observations to support your inferences. Remember to reflect on what style of teaching you will gravitate toward and the how you want to be perceived by your students.
During this visit I was able to observe an inclusion class as well as a self-contained class. Both classes were doing the same work so I was able to observe the differences in my CT's teaching between the 2. For this class we were working on the metric system and conversions. My CT uses a "metric zoo" lined up in a row to help the students with their conversions. I think this was a great way to do it because it gave the students a visual model for them to see how to move the decimal and I like also that the larger the unit the larger the animal is.
Kilo-
Phant
Hector
Horse
Deka-
Dolphin
Meter/
Liter/
Gram Man
Deci-
Dog
Centi-
Cat
Milli-
Mouse
As they were working and the conversion sheet we were both walking around making sure they were doing it correctly and answering any questions along the way. We both have a similar teaching style in that she is kind and friendly but also exudes an air of authority, so I guess I'm trying to say she comes off very approachable but has a confidence that lets the students know when its ok to have a good time and when its time to settle down and work. I would say that the students perceive the power distribution in the classroom to be that the teacher has the final say in terms of what goes on but they also feel like they have a voice, which I feel is a very important element in regards to engaging students.
Now in the self-contained classroom, there are 9 students, my CT and 2 special educators present. This set up in and of it's self is fantastic because these students need more of that one on one kind of attention that they would never be able to get in an inclusion classroom. Now the lesson was relatively the same, in that it covered the same material, she used the same power-point presentation but provided an easier note guide and there was no students participation, in terms of coming up to the smart board to write answers, and the material was described it pretty much the same way. However, the structure or feel of the class was different. A lot of the students have attention or sensory issues so she cannot allow them to get overly stimulated because then getting them back on task would be near impossible. So the playful banter wasn't present, the energy level of the class was kept at a minimum but not so strict as to make it seem cold. More like she and the other teachers could sense when things were just about ready to "explode" and would reel everyone back in berfore it happened. I would compare it almost to an acrobatic show, where everyone knows where everyone else is and the timing is perfect because if it wasn't the whole act would come crashing down.
My CT has a lot of the qualities I hope to develop and fine tune to fit my personality. I want my students to perceive me as someone they can come to for help and not just in science but in other aspects of their lives. I also want them to see me as not so much as the "leader" of the class but more like the "guide" of the class where we can learn and have fun but there is a limit and when its time to get down to buisness they understand I mean it. There is a very fine line in how I want my students to perceive me and I think I can learn a lot from my CT in how to pull it off. I think I have a tendency to come off at first as more of their friend, which hurts me later on when I try to enforce the rules, not always, but enough that I notice it. My challenge is going to be not to cross that line because when you do being able to cross back over will be difficult to say the least.
Like going to the dark side! LOL
CT's Classroom Management
Observation / Reflection #4:Be Quiet! I'm Trying To Talk! In this observation, pay attention to how your teacher manages his or her classroom. What types of disruptions, if any, occur while you're visiting? How do they set the class in motion? How do they deal with interruptions (from the outside) and disruptions (from their students)? Determine whether there are students in the classes that you will teach that are especially troublesome. Ask your CT how he or she addresses these students' needs. Reflect on your "vision" of an ideal science classroom. What classroom policies will you try to implement in YOUR classroom? How does your vision align with your teaching philosophy?
I did this observation in my high school placement because my CT has a very laid back way of teaching. She for the most part ignores a lot of things that I would probably address, mostly the noise level in the class and shouting out answers. She uses kind of a pick your battle type approach. During this observation the main disruptions were, singing, talking, laughing, yelling out answers, like I mentioned before the overall noise level is a little much for me. Just like with a lot of things behavior in classrooms is like a chain reaction and this situation is no different. When one student starts talking the others start, when one student starts laughing everyone wants to know what's so funny, and so on, it's a chain reaction. There was also an outside disruption during her powerpoint presentation where a students came in asking to borrow something for his teacher. She simply walked over got what he needed and handed it to him. It was quick and easy and really caused no disruption. She did at one point address a student that was getting a little more out of hand then the rest and she said " Ok, it's time for you to keep quiet because it's getting rude at this point" to which the student replied "yes Mrs. Bailey". I thought that response showed a significant amount of respect for her as a teacher and he complied with her request for the remainder of the period. I have noticed, especially in this class because it is a big class, that there seem to be a few "ring leaders", but like I mentioned earlier she takes a more pick your battles approach and rarely addresses things unless it's absolutely necessary. During a previous visit she had mention to that she used to be a stricter teacher, very rule oriented etc, but over the years she's eased up quite a bit and for her she feels its a better experience all around. I am not convinced by her statement but it could just be a difference in personalities or maybe it comes down to experience with me being how she was when she first started and for all I know I'll be like her after a few years.
I truely feel there is a middle ground between being a strict teacher and being a very passive teacher. My vision is to one day find that middle ground, where there are times when it is ok to get loud and talk and have a good time, but when I'm giving a powerpoint or instructions there is no talking. I think one of the first things I am going to try to implement when I start my student teaching is just that, when I'm speaking nobody else is. If you have a question or are answering a question you raise your hand. I have no illusions that this will happen immediately but I do have confidence that it will happen, or at least some of it.
Game of School Reflection
Observation / Reflection #5: The Game of School, In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester. What elements of the game of school are you seeing in your placements? How have you seen teachers fight the game of school in their classes? What similarities, if any, did you see between the descriptions of American classes in the Teaching Gap and the Game of School? Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
From my observations one of the main things that stands out to me would have to be how my CT uses powerpoint presentations. Everytime I have gone to observe there is a powerpoint presentation. Granted powerpoints are easy and don't get me wrong I feel they can be very effective, if utilized in conjunction with something else. Some teachers just hand out the powerpoint slides so the students don't even have to take notes on it, which really just frees up their time to do other things. Other teachers hand out note guides with some words blacked out that the students need to fill in. This at least forces the student to pay a little bit of attention to the presentation but their is no thought involved. I do not feel that having students go home and read and take notes on a chapter is something that should be done on a regular basis but I do feel there is a benefit to reading the chapter, taking notes on it and then using the powerpoint to emphasize the crucial ideas within the chapter. Then the students are not only learning visually by reading the chapter, they are also writing the information which helps in knowledge retention. This also helps in their note taking abilities and when comparing their notes with the powerpoint they can start to learn where the main points of a section are located and also fill in any information they might have missed. There are a lot of different techniques that can be used, jig saw, find the sage, etc, but these activities take more time in terms of planning and implementing and it is just easier and faster to tell them what they need to know.
Another area that I have noticed is that teachers are required to participate in professional development seminars, or observe other teachers, or this, that, and the other thing. I'm not saying professional development is not important but there was a time when my CT was not in her classroom for a week because of all these other obligations. As a result the momentum that she has been building up is interrupted, she now has to figure out what kind of work to give the substitute that 1) he will be able to manage and
2) is not just busy work. On top of that everyone knows how students get when they have a substitute, it's like a free period, so if you weight the pros and cons of taking the teachers out of the classroom or even just cancelling school for professional development I am not sure it's really worth it. I think there has to be away where teachers can still get that continuing education without sacraficing the students educations.
The GOS is a battle that will be going on for along time. The only thing I can do in terms of its impact on my teaching is to try and minimize it. I can plan my lessons in a way that engages my students in the learning process. If I know I will be out of the classroom for a while I can try and get to a point in the unit where while I'm gone my students can be working on a diorama, or poster, or some other activity thats related to the topic, where they know what needs to be done, they have the resources to do it, and that is something the substitute can handle. I can also ask a coworker to come and observe a lesson and provide feedback because maybe I am playing the GOS without even realizing it. What I'm trying to say is that I can't control when the seminars are scheduled, or what they have me do, the only thing I can control is my actions as a teacher and try my best to off set the impact the GOS has on my students education.
Rules of Engagement
What are some of the rules you will try when you are a teacher full time?
I feel that there is one easy catch all rule and that is to respect other people and possessions. This covers raising your hand, talking while others are, being disruptful, late and being unsafe in the lab. This is so a rule that applies not only to the students but also to the teacher as well, so it lets the students know that the teacher is also responsible for their behavior. Also since it is only one rule it is easy to remember.
How do you react to the definitions and guidelines for engaging students?
I feel that they are all good ideas and can be incorporated into various lessons but i do not see how you can always have a lesson that is engaging to all students all the time. There really is just not enough time to create and implement these practises into every lesson.
Meaningful or related to the student's life or interests
Working together with peers
Incorporates games
Created by the student (and therefore more authentic)
Resulting in a piece of work the student is proud of and wants to share
Challenging -- but not so challenging it is unattainable
Considers different learning styles
Allows for student choice
Can be extended by students
What strategies are you using to engage your students? To disengage your students?
I try and engage my students by providing hands on activities, going outside, addressing silly questions, and possing some of my own. I try and relate to them on an individual level outside of class that helps form a connection and helps mitigate classroom management. Students become disengaged when I lecture more than usual or when half the class understand something while the other half doesnt and we still have to cover the material.
Insightful thoughts. I agree that these guidelines would be a little much to include in each lesson! Your other point is interesting - should students be engaged in every lesson? New teachers should think carefully about this one, since what I read into this is a need for emotional variety over the course of a week, month, etc.. Is that what you're thinking? It sounds like you are already using some of the strategies mentioned in the article, but not others. Is there room to try new approaches? (Side note: Three typos in this post are underlined in the wikispace editor. To optimize parent confidence in your teaching, remember to develop the habit of eliminating ALL typos in your writing.) - fogleman
Revise YOUR TEACHING RATIONALE BY CLICKING ON THE EDIT BUTTON BELOW
When I decided to become a secondary biology teacher, it was because I loved science and wanted to re-spark the passion for learning that all children innately have but that they seem to lose upon entering high school. I know I did. Granted, this was my original reason for pursuing this career! Since learning what it is to be an educator, I am a little overwhelmed with the shear amount of influence and responsibility that comes along with it. I can’t say that this is a bad thing, I believe, anxiety and pressure can be good motivating sources. I feel they will keep me humble and resist the urge to settle and accept less then what is accomplishable. I have since had to stop and ask myself, am I cut out for this. What makes me think I will be a good teacher? What I came up with is this, even though I am not becoming an educator because of some highly influential teacher I had way back when, like I usual hear as a reason. I feel I am becoming an educator for just as important, if not a more important reason. I am tired of watching children be labeled and educated accordingly. I was and am a very intelligent student and I struggled through high school. I struggled, I watched my friends struggle, and I watch my son struggle. When really all I needed was someone to say, what is wrong? You’re better than this, how can I help? I know I cannot change the educational system, or save every child, but I can as a teacher make a difference and a commitment to my students. I want to show my students there is excitement in learning. To teacher them how to become better people and members of society, to let them know they are not alone and there are people that care about them as individuals. Ok, great so how can I do this in my classroom. Well out of all the different teaching styles, and management approaches that I have learned about, there is not one in particular that I wholeheartedly agree with, but I think a combination of strategies will work best for me.
I want my students to be as involved as possible in their learning. To have a say in the classroom rules, the types of labs we do, to feel that they have a voice in my classroom. I feel this approach will give the students a sense of belongingness and also ownership, which will encourage them to do what they are suppose to do and if not the consequences are those they have already agreed upon. It also allows them to feel that what they have to say is important and gives them some responsibility in terms of decision making, which in a few years; they will be doing in society. As in a society the rules will be expected to be followed and consistently enforced. Consequences for breaking the rules are non-negotiable, as all have agreed on them. This will eliminate students feeling the teacher favors so and so, etc.
Through group work, I want my students to be able to better work with others and respect the fact that not everyone will have the same views as they do but that’s ok. By grading the group as a whole and as individuals, this will encourage each member to participate and to also help the other members of the group. In life we all will have to work with people who we may not get along with but being able to successfully work in a group is a skill that will be used throughout life and at times make life just a little easier.
Of course my primary function as a biology teacher is to teach biology. I love biology! It fascinates me and gets my mind racing. Of course I would love if every single one of my students left my class with the same passion for biology as I have but I know that will not be the case. I do however; want to teach in a way that engages all my students, so maybe when they leave my class they will at least have a greater respect and understanding of biology. In order to do this, I feel it is extremely important to connect what we are learning in the classroom to the lives of my students. For me to do this I must know my students and ask them what they are interested in and then it is my job to relate that to the subject matter. Giving them choices of labs to do, having them fill out an interest sheet at the beginning of the year and using their responses to guide my lessons are a few ways that I can do this.
All and all I feel there are so many resources out there on how to be a good teacher, you should do this, but don’t do that, don’t get me wrong some of them are really good, but I will have a classroom full of resources 5 days a week 6 hours a day. As a teacher I think I would be remiss in my job if I did not take advantage of this plentiful resource and use my students in a way that will enable me to become a better teacher for them. Yes, I am a biology teacher, but my responsibility to my students does not end there. I want my students to know I will advocate for them, that I care what they are going through, and I am here if they need me and when the final bell rings and my students move on, I want to know that I had a hand in helping those students develop the skills needed to become well rounded, successful members of society.
Rationale Synthesis
Memorable teachers have a rationale or teaching philosophy that guides them to develop a learning environment that has a lasting impact on many of their students. The characteristics of such a learning environment could take years to refine in the face of many obstacles and negative pressures. Your guiding vision is an essential beacon for growing as a teacher!
How does a teacher develop a durable vision of his or her teaching. You were asked to reflect on what inspired you to teach and begin working on this vision in the first weeks of EDC 430. After observing your CT's classes, you were asked to refine this vision again at the end of the Fall semester. Now that you are a more experienced classroom teacher and are preparing to compete for a science teaching position, it is a good time to reflect on your observations and experiences that occurred over the year and refine and clarify your vision by considering these questions:
To prepare for this task, I have assembled some of your writings and observations along with your current teaching rationale. After considering these past writings, you can refine your rationale by clicking on the little "edit" button on the right side of the last section at the bottom of this page. If it is no longer applicable, you may choose to delete or update your iBrainstorm graphic if it is still at the bottom of your rationale statement.
Looking back on it I realized that during my transition to middle school when everything was new and big and confusing I struggle. I struggled with trying to find myself, my place in this new environment, dealing with the changes physically, emotionally, and environmentally. During this time not one of my teachers offered to help, or asked if I was ok. They focused more on showing us that they were in charge and on the course work. That was my turning point and by the time I got to high school I had already built my walls and decided if they didn't care neither would I.
During this time I saw how my parents were. They were both high school teachers at Woonsocket High School. I would accompany them to games, fundraisers and even dances. I saw how the students reacted to them, with respect. My mom would help her students find jobs, helped their families with food and finding resources. She listened to and respected all her students, even the ones that didn't respect her, which I think is the most amazing part. Anyone can care, respect, and want to help those who show the same to you but it takes a certain person to not give up on a student when they fight you every step of the way. My father was the same way. He was a teacher and a coach; he coached football, girl’s basketball, and a few others. He was devoted to his students and they knew he would do everything in his power to help them. He could also be tough on them, had rules and they knew that if they were not followed there were consequences and he did not bend when it came to that. Of course in the midst of my teenage years I did not understand the relevance of this, I just mostly wondered why my teachers weren't like that or at least why they weren't like that with me. I now appreciate and understand how important teachers like my parents are.
I chose to become a science teacher for a few reasons. I have always loved science, before I even started school I would drive my mother crazy with questions about thunder and lightning, and the smoke from trucks and where does it go, and to her chagrin I was never satisfied with the "God is bowling" type answers. I became passionate about wildlife, conservation, the environment and the effect humans have on it. I returned to college and earned my bachelors in Wildlife Conservation Biology here at URI. I would say three quarters through my degree I looked into teaching but it would have required 2 more years and at that time I had just had my son and was about to begin my senior year, so I opted to just finish the degree I had. Unfortunately my original plan upon graduating was to join a research team studying and rehabbing cheetahs in Namibia, but backpacking through Africa with my infant son didn't seem like the most practical thing to do. I bounced around trying to find a job that was even slightly related to my degree but with the layoffs at DEM it was a futile effort. I took some time to reevaluate my life. I decided that as much as my dream was to go to Africa it wasn't feasible so I needed to revise my dream to fit my life. I came back to the teaching idea that I had contemplated years before and decided that if I cannot directly be a part of the research and the "green" movement, than I would be indirectly apart of it. I would do this by sharing my passion for wildlife, biology and science in general with the up and coming generations, the future of conservation and our environment.
I want my students to learn to never give up on their dreams and even if they are not exactly what they envisioned they can still be the dream they wanted. I don't expect all of my students to love biology/science but my goal is for them to at least find one part of it that they find interesting, that they respect. So maybe when they go off and live their lives and see someone littering or happen upon a hurt bird, they will have a greater appreciation for what these things represent, and find themselves picking up that trash and helping that bird, all the while thinking back to that high school science class with that "crazy" teacher and laugh knowing that that's what Ms. Karas would have done.
During this visit I was able to observe an inclusion class as well as a self-contained class. Both classes were doing the same work so I was able to observe the differences in my CT's teaching between the 2. For this class we were working on the metric system and conversions. My CT uses a "metric zoo" lined up in a row to help the students with their conversions. I think this was a great way to do it because it gave the students a visual model for them to see how to move the decimal and I like also that the larger the unit the larger the animal is.
Phant
Horse
Dolphin
Liter/
Gram Man
Dog
Cat
Mouse
As they were working and the conversion sheet we were both walking around making sure they were doing it correctly and answering any questions along the way. We both have a similar teaching style in that she is kind and friendly but also exudes an air of authority, so I guess I'm trying to say she comes off very approachable but has a confidence that lets the students know when its ok to have a good time and when its time to settle down and work. I would say that the students perceive the power distribution in the classroom to be that the teacher has the final say in terms of what goes on but they also feel like they have a voice, which I feel is a very important element in regards to engaging students.
Now in the self-contained classroom, there are 9 students, my CT and 2 special educators present. This set up in and of it's self is fantastic because these students need more of that one on one kind of attention that they would never be able to get in an inclusion classroom. Now the lesson was relatively the same, in that it covered the same material, she used the same power-point presentation but provided an easier note guide and there was no students participation, in terms of coming up to the smart board to write answers, and the material was described it pretty much the same way. However, the structure or feel of the class was different. A lot of the students have attention or sensory issues so she cannot allow them to get overly stimulated because then getting them back on task would be near impossible. So the playful banter wasn't present, the energy level of the class was kept at a minimum but not so strict as to make it seem cold. More like she and the other teachers could sense when things were just about ready to "explode" and would reel everyone back in berfore it happened. I would compare it almost to an acrobatic show, where everyone knows where everyone else is and the timing is perfect because if it wasn't the whole act would come crashing down.
My CT has a lot of the qualities I hope to develop and fine tune to fit my personality. I want my students to perceive me as someone they can come to for help and not just in science but in other aspects of their lives. I also want them to see me as not so much as the "leader" of the class but more like the "guide" of the class where we can learn and have fun but there is a limit and when its time to get down to buisness they understand I mean it. There is a very fine line in how I want my students to perceive me and I think I can learn a lot from my CT in how to pull it off. I think I have a tendency to come off at first as more of their friend, which hurts me later on when I try to enforce the rules, not always, but enough that I notice it. My challenge is going to be not to cross that line because when you do being able to cross back over will be difficult to say the least.
Like going to the dark side! LOL
I did this observation in my high school placement because my CT has a very laid back way of teaching. She for the most part ignores a lot of things that I would probably address, mostly the noise level in the class and shouting out answers. She uses kind of a pick your battle type approach. During this observation the main disruptions were, singing, talking, laughing, yelling out answers, like I mentioned before the overall noise level is a little much for me. Just like with a lot of things behavior in classrooms is like a chain reaction and this situation is no different. When one student starts talking the others start, when one student starts laughing everyone wants to know what's so funny, and so on, it's a chain reaction. There was also an outside disruption during her powerpoint presentation where a students came in asking to borrow something for his teacher. She simply walked over got what he needed and handed it to him. It was quick and easy and really caused no disruption. She did at one point address a student that was getting a little more out of hand then the rest and she said " Ok, it's time for you to keep quiet because it's getting rude at this point" to which the student replied "yes Mrs. Bailey". I thought that response showed a significant amount of respect for her as a teacher and he complied with her request for the remainder of the period. I have noticed, especially in this class because it is a big class, that there seem to be a few "ring leaders", but like I mentioned earlier she takes a more pick your battles approach and rarely addresses things unless it's absolutely necessary. During a previous visit she had mention to that she used to be a stricter teacher, very rule oriented etc, but over the years she's eased up quite a bit and for her she feels its a better experience all around. I am not convinced by her statement but it could just be a difference in personalities or maybe it comes down to experience with me being how she was when she first started and for all I know I'll be like her after a few years.
I truely feel there is a middle ground between being a strict teacher and being a very passive teacher. My vision is to one day find that middle ground, where there are times when it is ok to get loud and talk and have a good time, but when I'm giving a powerpoint or instructions there is no talking. I think one of the first things I am going to try to implement when I start my student teaching is just that, when I'm speaking nobody else is. If you have a question or are answering a question you raise your hand. I have no illusions that this will happen immediately but I do have confidence that it will happen, or at least some of it.
From my observations one of the main things that stands out to me would have to be how my CT uses powerpoint presentations. Everytime I have gone to observe there is a powerpoint presentation. Granted powerpoints are easy and don't get me wrong I feel they can be very effective, if utilized in conjunction with something else. Some teachers just hand out the powerpoint slides so the students don't even have to take notes on it, which really just frees up their time to do other things. Other teachers hand out note guides with some words blacked out that the students need to fill in. This at least forces the student to pay a little bit of attention to the presentation but their is no thought involved. I do not feel that having students go home and read and take notes on a chapter is something that should be done on a regular basis but I do feel there is a benefit to reading the chapter, taking notes on it and then using the powerpoint to emphasize the crucial ideas within the chapter. Then the students are not only learning visually by reading the chapter, they are also writing the information which helps in knowledge retention. This also helps in their note taking abilities and when comparing their notes with the powerpoint they can start to learn where the main points of a section are located and also fill in any information they might have missed. There are a lot of different techniques that can be used, jig saw, find the sage, etc, but these activities take more time in terms of planning and implementing and it is just easier and faster to tell them what they need to know.
Another area that I have noticed is that teachers are required to participate in professional development seminars, or observe other teachers, or this, that, and the other thing. I'm not saying professional development is not important but there was a time when my CT was not in her classroom for a week because of all these other obligations. As a result the momentum that she has been building up is interrupted, she now has to figure out what kind of work to give the substitute that 1) he will be able to manage and
2) is not just busy work. On top of that everyone knows how students get when they have a substitute, it's like a free period, so if you weight the pros and cons of taking the teachers out of the classroom or even just cancelling school for professional development I am not sure it's really worth it. I think there has to be away where teachers can still get that continuing education without sacraficing the students educations.
The GOS is a battle that will be going on for along time. The only thing I can do in terms of its impact on my teaching is to try and minimize it. I can plan my lessons in a way that engages my students in the learning process. If I know I will be out of the classroom for a while I can try and get to a point in the unit where while I'm gone my students can be working on a diorama, or poster, or some other activity thats related to the topic, where they know what needs to be done, they have the resources to do it, and that is something the substitute can handle. I can also ask a coworker to come and observe a lesson and provide feedback because maybe I am playing the GOS without even realizing it. What I'm trying to say is that I can't control when the seminars are scheduled, or what they have me do, the only thing I can control is my actions as a teacher and try my best to off set the impact the GOS has on my students education.
I feel that there is one easy catch all rule and that is to respect other people and possessions. This covers raising your hand, talking while others are, being disruptful, late and being unsafe in the lab. This is so a rule that applies not only to the students but also to the teacher as well, so it lets the students know that the teacher is also responsible for their behavior. Also since it is only one rule it is easy to remember.
I feel that they are all good ideas and can be incorporated into various lessons but i do not see how you can always have a lesson that is engaging to all students all the time. There really is just not enough time to create and implement these practises into every lesson.
I try and engage my students by providing hands on activities, going outside, addressing silly questions, and possing some of my own. I try and relate to them on an individual level outside of class that helps form a connection and helps mitigate classroom management. Students become disengaged when I lecture more than usual or when half the class understand something while the other half doesnt and we still have to cover the material.
Insightful thoughts. I agree that these guidelines would be a little much to include in each lesson! Your other point is interesting - should students be engaged in every lesson? New teachers should think carefully about this one, since what I read into this is a need for emotional variety over the course of a week, month, etc.. Is that what you're thinking? It sounds like you are already using some of the strategies mentioned in the article, but not others. Is there room to try new approaches? (Side note: Three typos in this post are underlined in the wikispace editor. To optimize parent confidence in your teaching, remember to develop the habit of eliminating ALL typos in your writing.) -
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I want my students to be as involved as possible in their learning. To have a say in the classroom rules, the types of labs we do, to feel that they have a voice in my classroom. I feel this approach will give the students a sense of belongingness and also ownership, which will encourage them to do what they are suppose to do and if not the consequences are those they have already agreed upon. It also allows them to feel that what they have to say is important and gives them some responsibility in terms of decision making, which in a few years; they will be doing in society. As in a society the rules will be expected to be followed and consistently enforced. Consequences for breaking the rules are non-negotiable, as all have agreed on them. This will eliminate students feeling the teacher favors so and so, etc.
Through group work, I want my students to be able to better work with others and respect the fact that not everyone will have the same views as they do but that’s ok. By grading the group as a whole and as individuals, this will encourage each member to participate and to also help the other members of the group. In life we all will have to work with people who we may not get along with but being able to successfully work in a group is a skill that will be used throughout life and at times make life just a little easier.
Of course my primary function as a biology teacher is to teach biology. I love biology! It fascinates me and gets my mind racing. Of course I would love if every single one of my students left my class with the same passion for biology as I have but I know that will not be the case. I do however; want to teach in a way that engages all my students, so maybe when they leave my class they will at least have a greater respect and understanding of biology. In order to do this, I feel it is extremely important to connect what we are learning in the classroom to the lives of my students. For me to do this I must know my students and ask them what they are interested in and then it is my job to relate that to the subject matter. Giving them choices of labs to do, having them fill out an interest sheet at the beginning of the year and using their responses to guide my lessons are a few ways that I can do this.
All and all I feel there are so many resources out there on how to be a good teacher, you should do this, but don’t do that, don’t get me wrong some of them are really good, but I will have a classroom full of resources 5 days a week 6 hours a day. As a teacher I think I would be remiss in my job if I did not take advantage of this plentiful resource and use my students in a way that will enable me to become a better teacher for them. Yes, I am a biology teacher, but my responsibility to my students does not end there. I want my students to know I will advocate for them, that I care what they are going through, and I am here if they need me and when the final bell rings and my students move on, I want to know that I had a hand in helping those students develop the skills needed to become well rounded, successful members of society.